Integrated quality and enhancement review

Summative review
Cleveland College of Art and Design
November 2011
SR 017/11

© The Quality Assurance Agency for Higher Education 2012
ISBN 978 1 84979 467 1
All QAA's publications are available on our website www.qaa.ac.uk
Registered charity numbers 1062746 and SC037786

To promote a collegial approach. colleges with less than 100 full-time equivalent students funded by the Higher Education Funding Council for England (HEFCE) may elect not to take part in Developmental engagements. QAA undertakes reviews of higher education provision delivered in further education colleges. therefore. but all HEFCE-funded colleges will take part in Summative review. The purpose of IQER is. The awarding bodies retain ultimate responsibility for maintaining the academic standards of their awards and assuring the quality of the students' learning opportunities. Purpose of IQER Higher education programmes delivered by further education colleges (colleges) lead to awards made by higher education institutions or Edexcel. which normally lasts two days the evaluation of the extent to which the college manages effectively its responsibilities for the delivery of academic standards and the quality of its higher education provision. Developmental engagement teams include up to two members of staff from the further education college under review. As part of this mission. IQER focuses on three core themes: academic standards. Developmental engagement Developmental engagements explore in an open and collegial way the challenges colleges face in specific areas of higher education provision. Each college's first.Cleveland College of Art and Design Preface The mission of the Quality Assurance Agency for Higher Education (QAA) is to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continual improvement in the management of the quality of higher education. Developmental engagement focuses on student assessment. They are known as nominees for this process. The main elements of a Developmental engagement are: a self-evaluation by the college an optional written submission by the student body a preparatory meeting between the college and the IQER coordinator several weeks before the Developmental engagement visit the Developmental engagement visit. The IQER process IQER is a peer review process. to safeguard the public interest in the academic standards and quality of higher education delivered in colleges. quality of learning opportunities and public information. This process is known as Integrated quality and enhancement review (IQER). plus the arrangements for assuring the accuracy and completeness of public information it is responsible for publishing about its higher education the production of a written report of the team's findings. 3 . It achieves this by providing objective and independent information about the way in which colleges discharge their responsibilities within the context of their partnership agreements with awarding bodies. and often their only. It is divided into two complementary stages: Developmental engagement and Summative review. In accordance with the published method.

Summative review reports identify good practice and contain judgements about whether the college is discharging its responsibilities effectively against core themes one and two above. Differentiated judgements can be made where a team judges a college's 4 . IQER teams carry out a number of activities. In addition.essential. Evidence In order to obtain evidence for the review.Integrated quality and enhancement review Summative review Summative review addresses all aspects of a college's HEFCE-funded higher education provision and provides judgements on the management and delivery of this provision against core themes one and two. known as the Academic Infrastructure. Wales and Northern Ireland (FHEQ). Outcomes of IQER Each Developmental engagement and Summative review results in a written report: Developmental engagement reports set out good practice and recommendations and implications for the college and its awarding bodies. are composed of the IQER coordinator and QAA reviewers. Recommendations will be at one of three levels . To promote an open and collegial approach to Developmental engagements. for example Foundation Degrees. including: reviewing the college's self-evaluation and its internal procedures and documents reviewing the optional written submission from students asking questions of relevant staff talking to students about their experiences. Summative review reports are published. advisable and desirable. and a conclusion against core theme three. the reports are not published. Developmental engagement teams gather evidence by focusing on particular aspects of the theme under review. These are published by QAA and consist of: The framework for higher education qualifications in England. which includes descriptions of different higher education qualifications the Code of practice for the assurance of academic quality and standards in higher education (Code of practice) subject benchmark statements. Summative review shares the main elements of Developmental engagement described above. limited confidence or no confidence. which describe the characteristics of degrees in different subjects guidelines for preparing programme specifications. These are known as 'lines of enquiry'. They do not include nominees. instead the report will provide evaluation and a conclusion. which are descriptions of what is on offer to students in individual programmes of study award benchmark statements which describe the generic characteristics of an award. IQER teams' expectations of colleges are guided by a nationally agreed set of reference points. There is no judgement for the third core theme. Summative review teams however. The judgements are confidence. but do not contain judgements.

5 . The college's action plan in response to the conclusions of the Summative review will be published as part of the report.Cleveland College of Art and Design management of the standards and/or quality of the awards made by one awarding body to be different from those made by another. Progress against these action plans is monitored by QAA in conjunction with HEFCE and/or the college's awarding body/ies as appropriate. Colleges are required to develop an action plan to address any recommendations arising from IQER.

and inclusivity the College's strong working relationship with Teesside University makes a significant contribution to the maintenance of academic standards the commitment of management and staff to reviewing and enhancing standards and quality is rigorous the scale and scope of staff development activity is extensive and relevant the comprehensive and structured nature of the standardisation exercise. as set out in its partnership agreement. Good practice The team has identified the following good practice for dissemination: the collegial culture of the College encompasses a supportive and open-minded approach. as set out in its partnership agreement. for the standards of the awards it offers on behalf of its awarding body. enhances standards and quality the continued use of enhancement funding involves all staff in a collaborative research process the development of enterprise and employability transfer. positively promote associated commercial skills in students the College has produced clear and useful social media guidelines to support and ensure the monitoring of social networking platforms the College has an effective process for checking the accuracy and comprehensiveness of student handbooks and module guides. The team considers that reliance can be placed on the accuracy and completeness of the information that the College is responsible for publishing about itself and the programmes it delivers. which includes all higher education academic staff. professional enthusiasm. in which all programme and pathway leaders participate.Integrated quality and enhancement review Executive summary The Summative review of Cleveland College of Art and Design carried out in November 2011 As a result of its investigations. the Summative review team (the team) considers that there can be confidence in the College's management of its responsibilities. 6 . The team also considers that there can be confidence in the College's management of its responsibilities. as demonstrated by the incubator and retail initiatives. for the quality of learning opportunities it offers.

and reports of reviews by QAA and from inspections by Ofsted. Thirty-seven full and part-time staff teach on higher education programmes. A summary of findings from the Developmental engagement is provided in Section C of this report.Cleveland College of Art and Design A Introduction and context 1 This report presents the findings of the Summative review of higher education funded by the Higher Education Funding Council for England (HEFCE) conducted at Cleveland College of Art and Design (the College). one in Middlesbrough and one in Hartlepool. the College created an incubator space for its recent graduates. For 2011-12 entry the College has dedicated higher and further education sites. two listed former Hartlepool Borough Council buildings were acquired and converted. with a further education campus in Middlesbrough and a higher education campus in Hartlepool. 3 In order to assist HEFCE to gain information to assist with the assessment of the impact of Foundation Degree awards. Evidence in support of the review included documentation supplied by the College and its awarding body. Ms Angela Maguire (reviewers). 5 The College is currently based in two centres. the team drew on the findings and recommendations of the Developmental engagement in assessment. The review was carried out by Mr Chris Davies. The College's mission is 'to provide specialist further and higher education programmes in art and design and related areas as a centre for creative excellence'. and programme specifications. published by QAA. In particular. which are 15 miles apart. the FHEQ. and Ms Penny Blackie (coordinator). After refurbishment. Higher education has been central to the provision for over 30 years and the College has demonstrated the ability to expand both the range of the curriculum and student numbers. The review also considered the College's use of the Academic Infrastructure. while maintaining high quality learning opportunities for a diverse range of students. Professor David Eastwood.5 full-time equivalents) on a full and part-time basis for higher education courses that are vocationally oriented and practice-based. meetings with staff and students. subject and award benchmark statements. The purpose of the review is to provide public information about how the College discharges its responsibilities for the management and delivery of academic standards and the quality of learning opportunities available to students. Also in 2011. 2 The Summative review team (the team) conducted the review in agreement with the College and in accordance with The handbook for Integrated Quality and Enhancement Review (the handbook). a converted chapel will be used from November 2011 as a licensed student union bar in partnership with Hartlepool College of Further Education. providing courses from level one to undergraduate degrees. providing art. Section D of this report summarises details of the Foundation Degree programmes delivered at the College. 4 Cleveland College of Art and Design is one of three specialist art and design colleges in the further education sector in the UK. design and media education across and beyond the Tees Valley. 7 . The College's offer is split almost equally between further and higher education. and 534 students (523. In 2011. Historically the roots of the institution go back over 120 years. In 2011-12 there were 713 students enrolled on further education courses. the College completed the construction of a substantial new area of student social space at its main Church Square site. The review applies to programmes which the College delivers on behalf of Teesside University (the University). In 2010. A third listed building was acquired from the Council in May 2011 and work on its conversion was completed in October 2011. developed by QAA on behalf of higher education providers. The College has recently invested heavily in its higher education estate. with reference to the Code of practice.

to mirror the processes for quality assurance and delivery.5) BA (Hons) Photography (72) BA (Hons) Textiles and Surface Design (97. and Cleveland College of Art and Design was the first of the local colleges to have degrees validated by the University. to the delivery. 7 The higher education awards funded directly by HEFCE are listed below with full-time equivalent numbers of students for 2011-12 in brackets: Teesside University FdA Applied Arts (28) FdA Commercial Photography (47) FdA Contemporary Textile Practice (13) FdA Costume Construction for Stage and Screen (30. These are reviewed annually. It is the only specialist college of art and design in the country to achieve this rating.5). This programme has been reapproved and retitled with a change in emphasis for 2011-12 and relocated to the Hartlepool campus. and changes are made to reflect external and internal stimuli such as developments in academic regulations or quality monitoring procedures. The College is required to adhere to the defined policies and regulations of the University and. the Group for Learning in Art and Design (GLAD). This partnership has been in existence since 1994.5) (this has been re-approved for 2011-12 and changed its title to FdA Creative Fashion Practices (listed above) FdA Graphic Design (32) BA (Hons) Applied Arts for Enterprise (top-up) (6. Recent developments in higher education at the College 9 The College made a decision to refocus the content of the FdA TV and Film programme and to run out the current provision on the Middlesbrough campus during 2010-2011. Partnership agreements with the awarding body 8 All higher education programmes are directly funded by HEFCE and validated by a single awarding body. The formal partnership agreements between the College and Teesside University are defined in the Memorandum of Agreement and the Operations Manual. The College decided to place generic modules in 8 . This has given the College the opportunity to make changes. The College is keen to fully participate in external higher education activities to ensure that staff operate from an informed platform. The College is Teesside University's only local partner to have directly funded provision. Teesside University.Integrated quality and enhancement review 6 The latest Ofsted inspection (June 2009) graded the College as 'outstanding'. the Council for Higher Education in Art and Design (CHEAD). A number of programmes were due for re-approval in 2010-11.5) BA (Hons) Entertainment Design Crafts (86.5) FdA Creative Fashion Practices (21. These include membership of the National Arts Learning Network (NALN) now merged with the United Kingdom Arts and Design Institutions Association (Ukadia). where appropriate. wherever possible.5) BA (Hons) Fashion Enterprise (63. and as such is responsible for the management of all of its own practices and processes based on those of the University.5) FdA Creative Film & Moving Image Production (25) FdA Fashion Design and Production (0. This means that all higher education will now be delivered at the same site. and specialist subject associations. structure and module content.

The modules were approved by Teesside University's School of Arts and Media School Academic Standard Committee for September 2011. both meetings were very useful. Two assistant curriculum managers have responsibility for quality or teaching and learning and also report to the Head of Higher Education. The posts will focus on two areas: teaching and learning. As a result the College has appointed two assistant curriculum managers to enhance the management of higher education. Members of staff facilitated the discussions but did not take part or influence student opinions. 13 The Teesside University Memorandum of Agreement and Operations Manual clearly define the respective responsibilities of each institution. This will expose students to a greater variety of tutors and improve cost-effectiveness. Those who responded agreed that it was a true record of the discussions. Prior to this development the College had recognised that additional support was needed for higher education so that there could be more effective sharing of knowledge and experience. some restructuring of the senior management of the College led to new posts of Head of Higher Education. and Head of Quality and Planning. confident. as do two Pathway Leaders in photography and textiles. 9 . and quality. supportive. These formal structures are strongly underpinned by a culture which is open. Since October 2011. Programme Leaders report to the Head of Higher Education. The Head of Higher Education reports directly to the Principal and is a member of the Senior Management Team. B Evaluation of the management of HEFCE-funded higher education Core theme 1: Academic standards How are responsibilities for managing and delivering higher education standards delegated within the management structure and what reporting arrangements are in place? 12 The management structure to support higher education is distinct and clear. The University is similarly represented on the College Higher Education Academic Standards Board. The University also provides a set of threshold quality standards for key activities. Programme leaders' meetings provide effective cross-college management. The College agreed to compile the report and to send the draft to students for their approval. Groups of students met the coordinator at the preparatory meeting and the team during the visit.Cleveland College of Art and Design contextual and professional studies across all programmes to integrate students across disciplines in larger groups. The Head of Higher Education also has additional administrative support. Head of Further Education. The team confirms the good practice finding in the Developmental engagement: that the College's strong working relationship with Teesside University makes a significant contribution to the maintenance of academic standards. 10 Following the Developmental engagement in 2010. forward looking. the Assistant Curriculum Manager for Teaching and Learning has been a member of the School of Arts and Media Academic Standards Committee. The students were taken off-campus to compile the report and received information prior to the event. which the College has embedded into its own Academic Handbook. and strongly student-centred. A senior manager in the School of Arts and Media at the University has responsibility for monitoring quality assurance and is the first point of contact for the College. 11 The student written submission reflects the views of a range of full-time and part-time students across all courses.

18 Programmes are reviewed and monitored in planning and performance management meetings three times a year. The Principal. For example. Planning and action meetings involving curriculum teams focus on the day-to-day operation of the programmes. The College Academic Handbook contains guidelines on the assessment process. Tutors complete module reports which take account of student opinions. Annual programme reports are informed by student performance and perception data. Programme leaders engage directly with the Code of practice during validation and re-approval processes. which demonstrates the commitment of senior staff. including the National Student Survey. programme and College level. intended learning outcomes are written to meet the requirements of FHEQ descriptors and appropriate subject benchmarks. including the Code of practice. The team considers that the commitment of management and staff to reviewing and enhancing standards and quality is rigorous and is good practice. How does the College assure itself that it is fulfilling its obligations to ensure that the standards of higher education provision meet the requirements of the awarding body? 17 The quality assurance processes for higher education use documentation jointly produced by the University and the College. Issues concerning assessment of students are addressed during the validation process. module reports. and the College is required to respond to any issues before programmes are finally approved. and programme action meetings.Integrated quality and enhancement review 14 The Higher Education Academic Standards Board receives the Annual Review and Monitoring report. It includes an update on action points and responses to each external examiner report. Higher education academic and support staff are aware of the Code of practice as a copy forms part of the clear Academic Handbook to which new staff are introduced. The comprehensive and evaluative report summarises strengths and areas for development at programme level as well as for overall provision. Annual review and monitoring reports are produced at module. external examiner comments. This is a thorough process and clearly indicates that the College is performing very effectively in relation to standards and the quality of learning opportunities. The Foundation Degree qualification benchmark statement is recognised in Foundation Degree development. The recording and verifying of student marks is rigorous and has improved following a recommendation of the Developmental engagement. appropriate senior managers and programme leaders attend each meeting. are held to determine module outcomes followed by award and progression decisions. The Academic Infrastructure is used when designing and writing programmes and informs programme specifications. Assessment meetings. 10 . The University provides documentation and administrative assistance for these meetings. These are effective monitoring and planning mechanisms. chaired by the Principal or his nominee. Student performance data is analysed systematically. Their purpose is to review student retention and achievement and to consider these alongside recruitment targets and resourcing. The report is also presented to the College governors. 19 The College follows the University's assessment regulations. Section 6: Assessment of students. What account is taken of the Academic Infrastructure? 15 The higher education programmes are awarded by the University and therefore all regulations and processes have been developed in line with the Academic Infrastructure. 16 The College's assessment practice is based upon principles constituted by the University which take cognisance of the Code of practice.

20 The College proposes external examiners and the University appoints and manages them. The reports are overwhelmingly complimentary and point out some significant strengths. and which supports an extensive and appropriate range of activities. The scale and scope of staff development activity.Cleveland College of Art and Design Good progress has been made since the Developmental engagement in formalising internal moderation. The College believes. the previous year's staff development plan. and all indicate that standards are appropriate for the level of the award. Progress has also been made in improving the recording of assessment decisions during internal moderation. The external examiner for textiles draws attention to 'the very thorough and rigorous approach to assessment and feedback with a clearly defined internal verification process'. The whole process results in staff development planning which is clearly focused and evaluated. employability and enterprise. which is extensive and relevant. Staff confirmed the effectiveness of this provision. The identified needs are prioritised in a dialogue between the member of staff and their line manager. What are the College's arrangements for staff development to support the achievement of appropriate academic standards? 21 Staff development needs are identified through the annual staff review process. The University also provides a range of staff development opportunities. External examiners use awarding body documentation and attend appropriate module and award boards. Programme leader meetings provide the main vehicle for the effective dissemination of information and good practice. Teaching and Assessment Strategy. even-handed. The College's strategic commitment to high quality higher education is well demonstrated by the comprehensive Higher Education Learning. and the strategic objectives of the College. This focuses on specific elements of the student learning experience. unambiguous and thorough'. the learning environment. Each activity is recorded on individual continuing professional development records. The external examiner for TV/Film stated that 'standards of marking conformed to the highest practice and the moderation process was clear. peer observations. and the scholarship that informs teaching and staff development. 11 . The team concludes that it has confidence in the College's management of its responsibilities as set out in its partnership agreements for the management and delivery of the standards of the awards it offers on behalf of its awarding body. The records indicate that there is a high degree of consistency between assessors. Their reports are sent to both institutions. programme reviews. is good practice. and the team confirms. New documentation records the details of staff responsible for devising and verifying each assignment. and participation in 2010-11 included over 80 per cent of all academic staff. Core theme 2: Quality of learning opportunities How are responsibilities for managing the quality of learning opportunities for higher education programmes delegated within the management structure and what reporting arrangements are in place? 22 The responsibilities for managing the quality of learning opportunities reflect those for managing academic standards as described in paragraphs 12 to 14. that responsibilities within this structure are clearly designated and effective.

student assemblies which precede Programme Boards of Studies. This is demonstrated through the continued involvement with live projects. These include module feedback. especially in Foundation Degrees. How does the College assure itself that the quality of teaching and learning is being maintained and enhanced? 25 Student opinion is collected in a variety of ways. 27 The College operates a well embedded system of peer observation of teaching and evaluation for all staff. meeting with staff and students to discuss the delivery of the programmes. The comprehensive and structured nature of the standardisation exercise. student representation on Programme Boards. 12 . The triangulated peer observation and evaluation process is robust and well managed.Integrated quality and enhancement review How does the College assure itself that it is fulfilling its obligations to its awarding body to ensure that students receive appropriate learning opportunities? 23 The formal partnership arrangements for managing the quality of learning opportunities reflect those for managing academic standards as described in paragraphs 8 and 13. The external examiner for textiles points out that 'externality and employer engagement are at a regional. Teaching and support staff are aware of the sections of the Code of practice and other elements of the Academic Infrastructure. The Head of Quality and Planning oversees the process. This event focuses on such areas as module descriptors. the College has carried out a mapping exercise of assessment criteria to intended learning outcomes within module guides for the benefit of students. national and international level'. and a report is disseminated to the Senior Management Team and to programme leaders for incorporation into the Annual Programme Review. enhances standards and quality and is good practice. What account is taken of the Academic Infrastructure? 24 The Academic Infrastructure has been systematically and effectively embedded within College procedures and the awarding body provides sufficient advice and guidance. is strong and effective. as is the way this serves to translate learning theory into practical student expertise. and the National Student Survey. The University held an event about the Academic Infrastructure in October 2011 to inform College staff about the importance of its elements and any recent changes. including work-related experience. These range from very small businesses setting live briefs to engagement with major companies such as Hallmark and Marks & Spencer. assessment strategies. The College's focus on enterprise transfer and employability skills. 28 The College has substantial engagement with employers in a number of contexts. Following a recommendation resulting from the Developmental engagement. The University undertakes an annual quality monitoring visit to the College. and the match of assessment to learning outcomes. 26 The College's higher education standardisation exercise forms the basis for an annual review of the quality of teaching and learning. which includes all higher education academic staff. student perception of programme feedback. Students who met the reviewers considered that the response to their concerns is exemplary. competitions. and work experience opportunities. The external examiner for TV/Film commends 'the involvement of practitioners and ex-students in industry for clearly providing inspiration'. the Student Council chaired by the Principal. This includes an individual enhancement action plan.

In 2011. Students appreciate this environment as it feels like a campus. All programmes promote personal reflection and personal development planning. A high number of students in art and design disciplines are dyslexic. 32 The College has made effective use of Teaching Quality and Enhancement Funding and other HEFCE funding to develop college-wide research activities into teaching and learning. the College also created incubator space for its graduates. Following internal research. 30 A well embedded and effective tutorial system is used on all programmes as a vehicle for communicating progression issues. and employability and enterprise. and an Additional Learning Support Lecturer for students with learning difficulties. structuring academic writing and referencing. called the Creative Lodge. is good practice.Cleveland College of Art and Design How does the College assure itself that students are supported effectively? 29 The College's admissions process identifies students who require additional support. Initial responses of staff to this innovation have been positive and the programme will be repeated during 2011-12. maximise the use of budget allocations. Students confirmed the effectiveness of these services. To compensate for problems associated with printed information. although the College rightly recognises that there is a need for the further promotion of student engagement in both of these areas. and receive valuable feedback on assignments. and the involvement of all staff in this collaborative research process. Significant informal continuing professional development is encouraged and takes place. e-learning. Information on assessment tasks and criteria. There is a Disability Adviser for students with disabilities. for example. in order to create a single centre for higher education. In 2010-11. Many of the academic staff are also 'creative practitioners' and bring substantial professional expertise and development into the College learning environment. and learning outcomes is contained in a clear assignment brief in a college-wide common format. All students have a well planned induction. as well as for developing learning skills. timings. What are the College's arrangements for staff development to maintain and enhance the quality of learning opportunities? 31 The staff development plan ensures that all staff development activities meet the needs of the College. and appropriate support and guidance services are available. A retail space below offers opportunities for 13 . which provides space for low-cost rental space in which to work and promote their products. The team considers that the continued use of enhancement funding. enhanced by regular professional networking and exhibiting. and build on existing good practice. How does the College ensure the sufficiency and accessibility of the learning resources the students need to achieve the intended learning outcomes for their programmes? 33 The College has recently invested heavily in a higher education estate in Hartlepool. The College has introduced a coherent plagiarism policy and incidences of plagiarism are low. involving all higher education academic staff. the College allocated sufficient funds to enable this valuable work to continue. When HEFCE funding was no longer available. the College organised a staff development week with a bookable schedule which examined such areas as student support and stress awareness. Individual students have an agreed record of tutorials. the policy has now been extended to visual plagiarism and a further extension will include audio plagiarism. All teaching staff are expected to gain a teaching qualification for which the College provides financial support. Research areas include students' personal development planning. the College has devised a helpful electronic Study Guide (available to all students) containing information on.

The enterprise initiatives contained within the incubator and retail spaces. This includes all information for applicants: the higher education prospectus. which the team considers to be good practice. Resource requests are submitted annually to a resource committee of senior managers for allocation on a needs basis. The collegial culture of the College encompasses a supportive and open-minded approach. Learning and Technology committee. Core theme 3: Public information What information is the College responsible for publishing about its HEFCE-funded higher education? 36 The College is responsible for a wide range of public information. The team concludes that it has confidence in the College's management of its responsibilities for the quality of the learning opportunities as required by the awarding body to enable students to achieve the intended learning outcomes. admissions procedures. course fee details. Library resources and the virtual learning environment are functional. sources of advice and guidance. programme and module outlines. 38 Higher education provision is marketed separately from further education and the language and tone of materials is appropriate. and in other formats on request to meet additional needs. Relations between members of staff. support their potential for business start-up initiatives. through the College's website. together with success stories. The website is in the process of being redesigned to make it easier for the College to make changes and thus ensure the currency of information. The College has produced clear and useful social media guidelines for staff to support and ensure the monitoring of networking platforms. The College employs a public relations company to promote its creative work and considers that its provision receives very good coverage in the press. Additional allowances are allocated on a per-student basis to cover such items as laboratory consumables and visiting lecturers. The final version of the guidance will be agreed by the Information. This allocation is based upon student numbers. 34 Physical infrastructure and capital equipment learning resources are of high quality and frequently of industry standard.Integrated quality and enhancement review graduates and current students to sell their work. which positively promote associated commercial skills development in students. The College is exploring the possibilities of e-marketing its students' creative output. and assessment material. students have access to the College's virtual learning environment. This represents good practice. Students were complimentary about the range of equipment available to them and the fact that they have individual workstations. 37 The College is extending its usage of social media to communicate with new and prospective students. which is striking. module handbooks which include the programme specification. It contains information such as the College's academic regulations. which enable students to show and sell their works. and information about student support. 14 . 39 Once enrolled. Students have access to programme information through programme handbooks. This example of enterprise and employability transfer as demonstrated by the incubator and retail space. are also very productive. known as the academic portal. and between staff and students. is good practice. Information is available in hard copy. and access to disability and learning support. and professional inclusivity among staff. Marketing information includes outline course content and career options.

Directorates have responsibility for updating the website regularly to ensure that information is correct. The Creative Lodge online magazine for College alumni is a way of showcasing students' work to prospective employers. the staff recognise that more direction is necessary to fully realise the interactive potential of these technologies. clearly articulates the arrangements for assuring the accuracy and completeness of public information. Proofs are sent back to them to be checked and signed off. 15 . However. The University delegates responsibility for publishing information on its higher education provision to the College. Scrutiny of publications shows the information to be current and consistent. The team considers that reliance can be placed on the accuracy and completeness of the information that the College is responsible for publishing about itself and the programmes it delivers. and this has now become a strategic objective for the College. In particular.Cleveland College of Art and Design The College is in the process of updating the virtual learning environment and using mobile technologies in a variety of social networking contexts. 41 The College has systematic procedures with clearly identified roles and responsibilities for monitoring the accuracy and currency of public information. Student views on the design and navigation inform the development. policies and guidelines from the intranet. in which all programme and pathway leaders continue to participate. What arrangements does the College have in place to assure the accuracy and completeness of information the College has responsibility for publishing? How does the College know that these arrangements are effective? 40 Validation events with the University ensure the accuracy and completeness of programme handbooks and programme specifications. The prospectus is updated annually. To ensure accuracy of course-related information. The Marketing Directorate manages the production of the prospectus and the website. General information is checked by the appropriate directorate with the final proof signed off by the Director of Marketing. the professional standard and comprehensive nature of the information contained in the prospectus clearly profiles the College as a specialist art facility. Curriculum content is finally signed off by the Head of Higher Education. The Assistant Curriculum Manager for quality has responsibility for the consistency and accuracy of public information. The team confirms the good practice identified at the Developmental engagement: the effective process for checking the accuracy and comprehensiveness of student handbooks and module guides. by ensuring it is fully embedded into the College's quality assurance process. and with the University. Staff access relevant College strategies. A detailed procedure on the monitoring of information internally. programme leaders produce the text for their own curriculum areas.

It considered that it would be desirable for the College to formalise the internal moderation process for assignment briefs. based upon the University's guidance. Three lines of enquiry were agreed with the College and ensured that all IQER core themes could be addressed: Line of enquiry 1: How does the College ensure that its internal moderation processes are effective in assuring the standards of its summative assessments? Line of enquiry 2: How does the College ensure that the quality of the formative and summative feedback on students' work enables students to see how well they are performing and how they can improve their performance? Line of enquiry 3: To what extent does the College effectively manage the communication to students of assessment-related information which helps to prepare them for summative assessment. help to maintain academic standards. and graphic design. Five honours degrees offer progression to level six. It would also be desirable for the College to improve the recording of second marking and the final decision on grading during the internal moderation process. the team considered it desirable for the College to include an explicit mapping of assessment criteria to intended learning outcomes within module guides for the benefit of students. in order to ensure that the moderation process is fully recorded. D Foundation Degrees 45 The College offers seven Foundation Degrees to 197.5 full-time equivalent students in the following curriculum areas: applied arts. The work of the plagiarism working group has helped students understand the implications of visual and written plagiarism. in which all programme and pathway leaders participate. Staff development supports staff understanding and use of the Academic Infrastructure and helps to ensure that assessment practice reflects its expectations. creative film and moving image production.Integrated quality and enhancement review C Summary of findings from the Developmental engagement in assessment 42 The Developmental engagement in assessment took place in October 2010 and covered all the higher education provision. Activities for the sharing of good practice across the teaching staff help them to maintain and enhance quality and standards. The communication of assessment criteria to students helps them to prepare for assessment. The activity used during induction by the photography programmes encourages students to use the College's virtual learning environment. The College has an effective process for checking the accuracy and comprehensiveness of student handbooks and module guides. Finally. Students' understanding of written assessment-related information is reinforced through a range of activities that help them to be more prepared. The College's strong working relationship with Teesside University added to the maintenance of academic standards and the quality of the student experience. 44 The team also made some recommendations. contemporary textile practice. creative fashion practices. to ensure its transparency for both external and internal scrutiny. 16 . and how does it ensure the accuracy and completeness of this information? 43 The Developmental engagement team identified a number of areas of good practice. commercial photography. The College's Academic Handbook and the staff development activities delivered to support its implementation. costume construction for stage and screen. In 2011 the College decided to deliver some generic modules in contextual and professional studies across all programmes.

The Foundation Degree provision provides effective learning opportunities for students with good progression and retention. E Conclusions and summary of judgements 48 The team has identified a number of features of good practice in the College's management of its responsibilities for academic standards and for the quality of learning opportunities of the awards the College offers on behalf of its awarding body. 47 The areas of good practice identified during the Summative review and listed in paragraphs 48 and 49 are common to the entire higher education provision. Professional bodies have contributed to curriculum development. in which all programme and pathway leaders continue to participate (paragraph 41). the College discharges its responsibilities effectively. This is particularly evident with the Professional Studies module. and photography. the team identified the following areas of good practice: the collegial culture of the College encompasses a supportive and open-minded approach. as demonstrated by the incubator and retail initiatives. professional enthusiasm. positively promote associated commercial skills in students (paragraph 33) the College has produced clear and useful social media guidelines to support and ensure the monitoring of social networking platforms (paragraph 37) the College has an effective process for checking the accuracy and comprehensiveness of student handbooks and module guides. 50 The team makes no recommendations for consideration by the College and its awarding body. 49 In the course of the review. 17 . which includes all higher education academic staff and enhances standards and quality (paragraph 26) the continued use of enhancement funding involves all staff in a collaborative research process (paragraph 32) the development of enterprise and employability transfer. other documentary evidence and from its meetings with staff and students. 51 Based upon its analysis of the College's self-evaluation. and employers' views have been used to inform curriculum design.Cleveland College of Art and Design 46 The College has aligned its Foundation Degrees with the Foundation Degree qualification benchmark by integrating academic studies effectively with work-related learning. Foundation Degree programmes provide learners with valuable opportunities to apply and develop work-related skills and knowledge in well resourced studios. graphic design. as set out in the relevant partnership agreement for the management of the standards of the awards of its awarding body. the team concludes that it has confidence that. in the context of this Summative review. particularly in fashion. This was based upon discussion with staff and students and scrutiny of evidence provided by the College and the University. and inclusivity (paragraphs 12 and 35) the College's strong working relationship with Teesside University makes a significant contribution to the maintenance of academic standards (paragraph 13) the commitment of management and staff to reviewing and enhancing standards and quality is rigorous (paragraph 18) the scale and scope of staff development activity is extensive and relevant (paragraphs 21 and 31) the comprehensive and structured nature of the standardisation exercise.

in the context of this Summative review. in the context of this Summative review. 53 Based upon its analysis of the College's self-evaluation. other documentary evidence and from its meetings with staff and students.Integrated quality and enhancement review 52 Based upon its analysis of the College's self-evaluation. other documentary evidence and from its meetings with staff and students. as set out in the relevant partnership agreement for the management of the quality of learning opportunities to enable students to achieve the intended learning outcomes. reliance can be placed on the accuracy and completeness of the information that the College is responsible for publishing about itself and the programmes it delivers. the College discharges its responsibilities effectively. the team concludes that. 18 . the team concludes that it has confidence that.

minutes from College Management Team meetings Programme Leader Meetings Programme Management Team Programme Leader Meetings. and curriculum development and re-approval . and become forum focused solely Assistant integrated into the on learning. teaching and assessment strategy. and inclusivity (paragraphs Develop and embed July 2012 Assistant New staff have 12 and 35) staff academic Curriculum additional mentoring scheme Managers opportunities to become fully aware of Establish an annual June 2012 Programme College procedures student feedback Leaders. Programme Management Team Senior Management Team Head of higher education to evaluate success of scheme following feedback from Assistant Curriculum Managers for Quality Head of higher education to evaluate the benefit of this evidence minutes of meeting and feedback through Programme Management Team and Programme Boards of Study Cleveland College of Art and Design Cleveland College of Art and Design action plan relating to the Summative review: November 2011 Good practice Action to be taken Target Action by Success indicators date In the course of the Summative review the team identified the following areas of good practice that are worthy of wider dissemination within the College: July 2012 Senior Staff are well the collegial culture of Develop a communication Management informed and the College which strategy Team understand the encompasses a mechanisms supportive and available to open-minded communicate their approach. professional views enthusiasm. teaching Curriculum ethos of the College and assessment with Managers representation from all Student views can be programmes used to inform the learning.19 Reported to Evaluation Senior Management Team Principal sources of evidence .staff survey.

Programme Leaders meetings Head of higher education .feedback in Programme Management Team meetings to evaluate the value of this programme Named representatives attend School Academic Standards Committee and School Collaborative Committee meetings January 2012 Assistant Curriculum Managers Information from Teesside University is disseminated to Head of higher education and to programme staff where appropriate Programme Management Team.examples of quality checks. written report from Assistant Integrated quality and enhancement review 20 the College's strong working relationship with Teesside University which makes a significant contribution to the maintenance of academic standards (paragraph 13) . Programme Leaders meetings the commitment of management and staff to reviewing and enhancing standards and quality is rigorous (paragraph 18) Instigate monthly Programme Leader meetings March 2012 Head of higher education Academic managers have opportunities to formally discuss issues on a more frequent basis Senior Management Team Head of higher education to receive minutes and be informed of any possible Teesside University procedural changes by Assistant Curriculum Managers Head of higher education to evaluate the appropriateness of these meetings following feedback from Programme Leaders Review the effectiveness of new quality checks July 2012 Programme Management Team Confidence that new processes assure the quality standard they are meant to enhance Programme Leader meetings Head of higher education to suggest changes to the processes if necessary.Nominate staff to attend the Expert Practitioner Programme for educational partners run by Teesside University March 2012 Assistant Curriculum Managers Staff are aware of changes in processes and regulations at Teesside University Programme Management Team. Evidence .

Evidence timetabling data Cleveland College of Art and Design the scale and scope of staff development activity which is extensive and relevant (paragraphs 21 and 31) Curriculum Managers for quality Involve academic teams in re-approval and validation processes . Programme Leader meetings to discuss Head of higher education to ensure that appropriate staff are involved in validation and that they have sufficient time to undertake the tasks. Assistant Curriculum Managers Staff have greater ownership of their programmes through their involvement in the design of the programme and better understand how the processes of the design affect delivery Programme Leader meetings Minute pro forma are redesigned to add action columns which indicate where items need to be discussed at a strategic level by Senior Management Team Establish a systematic reporting of staff development take-up to heads of directorates January 2012 Heads of Committees Senior Management Team have a process for ensuring that college-wide strategic issues are seen and discussed Senior Management Team meetings January 2012 Director of Personnel & Student Support Senior Management Team meetings Implement Programme Leader Development Days February 2012 Programme Management Team Senior Managers are informed of the take-up of staff development activities within their directorates. Academic Staff.21 December 2012 and when appropriate afterwards Programme Leaders. in order that they can make informed decisions when approving or instigating staff development activities Senior Management Team to check that all appropriate minutes are presented at meetings Heads of directorates to report on the value of the process at Senior Management Team and make suggestions for change/improvement to the reporting mechanism Support is in place to assure that Head of higher education.

Evidence . minutes of meetings.minutes of standardisation exercise and Programme Leader meeting minutes Programme Management Team to put training in place if there are any concerns regarding discrepancies in assessment judgements Evidence .minutes of standardisation exercise . staff development evaluations Programme Management Team ensure that changes are implemented in preceding years evidence . which includes all higher education academic staff and enhances standards and quality (paragraph 26) Programme Leaders can do their jobs effectively .agendas.Director of Personnel and Student Support 22 Review effectiveness of standardisation exercise on an annual basis April 2012 All academic staff Assurance that the exercise does not become complacent and that changes are implemented to enhance the process Programme Management Team Establish separate standardisation exercise for the new generic modules May 2012 Academic staff teaching on generic modules The College has confidence in parity of assessment judgements across all programmes Programme Leaders effectiveness of development days and to set objectives for future days.which are designed to clearly show if inconsistencies exist Integrated quality and enhancement review The comprehensive and structured nature of the standardisation exercise.

Programme Leaders Students are well informed of the opportunities offered by the incubator units post-graduation Programme Leader Meetings Head of higher education. Evidence statistical data regarding take up of opportunities. which positively promote associated commercial skills in students (paragraph 33) College maintains this funding within its annual budget setting activities . Head of higher education and Business Development Manager to evaluate.the continued use of enhancement funding which involves all staff in a collaborative research process (paragraph 32) 23 On an annual basis Topics of research groups will reflect the aims and objectives of the learning. Head of Quality. Vice Principal for Finance The College has funding to allow these activities to continue Senior Management Team Head of higher education evidence budget setting data Research activities have a direct impact on the development of the learning. presentations from feedback day Principal. Business Development Manager reports Business Development Manager. Programme Leaders Work experience opportunities are increased Programme Leader Meetings Head of higher education and Head of Quality to ensure that strategic objectives are being met. Head of higher education and Business Development Manager to Cleveland College of Art and Design the development of enterprise and employability transfer. teaching and assessment strategy which will be linked to strategic objectives June 2012 Develop more work experience opportunities in the College shop (Folio) for those students interested in following a career in retail design May 2012 and beyond Effective marketing of the incubator units May 2012 Head of higher education. Assistant Curriculum Manager Teaching & Learning Principal. Evidence minutes of group meetings. as demonstrated by the incubator and retail initiatives. teaching and assessment strategy linked to strategic objectives Programme Leader Meetings Business Development Manager.

Programme Leader minutes Senior Management Team to approve/suggest amendments to guidelines. Minutes of discussions.April 2012 Review guidelines on annual basis July 2012 Produce proforma to record outcomes of handbook development days July 2012 Establish a research group to suggest and disseminate ideas for the future development January 2012 Business Development Manager. in which all programme and pathway leaders participate (paragraph 41). for example. Marketing Manager Guidelines are up to date and fit for purpose Senior Management Team meetings Assistant Curriculum Manager for Quality Additional check to ensure all changes have been made Head of higher education Head of HE to ensure all pro forma are completed and checked to ensure compliance Continued improvement of content and layout to enhance student Programme Leader Meetings.minutes from meetings Integrated quality and enhancement review 24 the College has produced clear and useful social media guidelines to support and ensure the monitoring of social networking platforms (paragraph 37) the College has an effective process for checking the accuracy and comprehensiveness of student handbooks and module guides. Evidence employability Strategy. revised guidelines. Evidence reports from Business Development Manager The College has a coordinated approach to employability which will include. guidelines on the remit of Industrial Liaison Groups Head of higher education. Evidence . Develop an employability strategy to enhance development opportunities throughout the student experience . Programme Leaders evaluate. annual higher Assistant Curriculum Managers and Head of HE to implement approved changes Assistant Curriculum Manager for Senior Management Team to approve and review. Programme Leader Meetings Director of Personnel.

of handbooks and module guides Student Support Representatives are involved in the handbook development day Teaching & Learning. Evidence . Student Support Manager 25 experience education staff development day Evidence . attendance lists at development day Cleveland College of Art and Design .outcomes from research group Ensures that all information in the handbook is accurate Head of higher education Head of higher education to report to Director of Student Support to ensure student support involvement in content of handbooks. Research group members July 2012 Head of higher education.sign off of student support information in handbooks.

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